India celebrates National Mathematics Day every year on 22nd December to commemorate the birth anniversary of the legendary Indian mathematician Srinivasa Ramanujan. On this occasion, schools, colleges, and universities across the country organize activities such as quizzes, exhibitions, seminars, and lectures to promote awareness of the importance of Mathematics and Statistics in everyday life and national development. The year 2025 marks the 14th observance of National Mathematics Day, which was designated by the Government of India in 2012 with the objective of highlighting the crucial role of Mathematics and Statistics in the advancement of humanity.
Mathematics and Statistics are often described as the languages of logic, problem-solving, and scientific progress. They form the foundation of almost every modern discipline—from economics, engineering, and medicine to data science, governance, and public policy. Despite their central importance, however, a large proportion of students in India hesitate to engage deeply with these subjects, particularly once they become optional, raising important concerns about future educational quality and national development.
According to the NITI Aayog’s School Education Quality Index (SEQI), Jammu and Kashmir are among the states reporting low performance in mathematical science. The recent national learning assessments PARAKH national learning report, 2024-25 indicates that students in the Union Territory continue to perform below national averages, particularly at foundational and middle stages. The PARAKH national learning report, 2024-25 results showed that Grade 3 students in Jammu & Kashmir scored approximately 6 percentage points lower in Mathematics than the national average, highlighting early numeracy gaps. Rural students lagged further behind their urban peers in Mathematics. At the middle stage, overall Mathematics scores remained below the national average, with many students achieving only 20 to 30 percent which is lower than national benchmarks. These findings underscore persistent learning gaps in Mathematics, reflecting broader challenges in foundational and middle-stage schooling across the region.
There are many factors behind the lack of interest in Mathematics and Statistics learning among students in India.
1. Fear-Based Foundations in Early Schooling: One of the most influential factors is the fear instilled during the early years of schooling. Mathematics and Statistics is often introduced through rote learning and rigid memorization, with little emphasis on understanding concepts. Mistakes are discouraged, and excessive focus on correct answers creates anxiety. Over time, students begin to associate Mathematics and Statistics with stress rather than curiosity. Statistics, introduced later in the curriculum, faces similar challenges when presented mainly as formulas and tables instead of as a practical tool for reasoning and decision-making.
2. Rote-Oriented Teaching Methods : Traditional classroom practices further weaken engagement. Mathematics and Statistics is commonly taught as abstract computation rather than as a subject connected to everyday life. Statistics, despite its relevance in data science, economics, and public policy, is rarely taught using real datasets, projects, or experiments. This lack of contextual learning prevents students from recognizing the practical value of these subjects in a rapidly changing, data-driven world.
3. Pressure of Competitive Examinations: India’s examination-driven academic culture turns Mathematics and Statistics into a high-risk subject. In board exams and competitive tests such as JEE, NEET, and other recruitment examinations, a single mistake can significantly affect overall scores. This pressure discourages exploration and experimentation. Students who struggle early often internalize the belief that they are “not good at math,” a perception reinforced by peers, parents, and sometimes teachers.
4. Social Beliefs and Stereotypes: Social attitudes play a powerful role in shaping students’ perceptions. Mathematics and Statistics is often labeled as inherently difficult or suitable only for “brilliant” students. Such beliefs undermine confidence and discourage effort. Peer influence reinforces the idea that avoiding Mathematics and Statistics is normal. In some contexts, gender stereotypes further discourage girls from pursuing Mathematics and Statistics-intensive subjects, limiting both confidence and opportunities.
5. Inadequate Teacher Training: Teacher quality remains a critical concern, particularly in rural and under-resourced schools. Many teachers lack adequate training in pedagogy and conceptual explanation, relying instead on textbook-driven instruction. When teachers themselves are uncomfortable with Mathematics or Statistics, tis discomfort is unintentionally transmitted to students, reducing motivation and interest.
6. Language Barriers: Language also poses challenges. Mathematics and Statistics and statistics textbooks often contain technical English terminology that can be difficult for students studying in regional languages. Even when students understand the underlying concepts, unfamiliar vocabulary may make the subject appear intimidating and inaccessible.
7. Weak Foundational Skills: A significant number of students reach secondary school without strong foundational numeracy skills, such as understanding fractions, percentages, and basic algebraic reasoning. As conceptual complexity increases in higher classes, these students feel overwhelmed. Without early intervention, such learning gaps result in long-term disengagement.
8. Limited Practical Exposure and Hands-On Learning: Few schools integrate math laboratories, coding activities, real datasets, or project-based learning into their curriculum. As a result, students rarely see how Mathematics and Statistics and statistics apply to real-life contexts such as sports analytics, business forecasting, public health studies, or everyday financial decisions. This absence of practical exposure makes the subjects appear dry and disconnected.
9. Curriculum Structure and Late Introduction of Statistics: In many education boards, Mathematics and Statistics becomes optional beyond a certain grade, while statistics is introduced relatively late and often treated as a minor unit. This limited exposure prevents students from appreciating the significance of these subjects in modern careers and societal decision-making.
10. Career Misconceptions and Lack of Guidance: Many students and parents mistakenly believe that Mathematics and Statistics leads only to engineering and statistics only to academic research. There is little awareness of opportunities in data science, artificial intelligence, actuarial science, economics, finance, public health, and evidence-based policymaking which requires basically Mathematics and Statistics Without clear guidance, students fail to see the long-term value of mastering these subjects.
Ultimately, urgent attention is required to address students disinterest in Mathematics and Statistics, which particularly arises from a combination of fear-based early learning experiences, rote-oriented teaching methods, and intense examination pressure. An overemphasis on memorization over conceptual understanding creates anxiety and weak foundational skills, while competitive assessments reinforce the perception of Mathematics and Statistics as a high-risk subject suited only for a few. Social stereotypes, language barriers, and inadequate teacher training further undermine students’ confidence and engagement.
These challenges are compounded by limited practical exposure, the late introduction of statistics in the curriculum, and widespread misconceptions about careers requiring quantitative skills. Together, these factors contribute to persistent learning gaps and declining interest in Mathematics and Statistics. Crucially, this disengagement is not due to the inherent difficulty of the subjects, but stems from a complex interplay of educational, social, psychological, and structural influences. Addressing these issues demands urgent intervention, as continued neglect of Mathematics and Statistics will adversely impact the quality of education, workforce preparedness, and long-term national development.
The reversing trend requires comprehensive systemic and pedagogical reforms. Mathematics and Statistics should be made application-oriented, using examples from daily life, while statistics should be demonstrated through contexts such as cricket, elections, social surveys, business, and governance. Project-based and inquiry-driven learning must be promoted over rote memorization of formulas. Teacher training should be strengthened with an emphasis on conceptual clarity, and strong foundational numeracy programs should be introduced in early grades. Learning environments must encourage confidence and curiosity rather than fear and punishment, while students should be exposed to real-world datasets, coding activities, and data analysis tools to make Mathematics and Statistics engaging, relevant, and practical.
(Altaf Hussain Haji),ISS
C.O Deputy Director General (DDG),
National Statistics Office (Field Operations Division)
Regional office, Raipur Chhattisgarh
ashhiss25@gmail.com
